Learning in a 21st century classroom involves “purposeful group activities, collaborating on problem-solving tasks,…and teamwork” (Rudd, Gifford, Morrison, & Facer, 2006, p.22). Furthermore, ICT skills such as emailing, downloading content, or researching web content or skills that students bring into the classroom need to be recognized (Ibid.) These activities and skill sets need to be taken into account when designing the learning classroom of the future.
Another design element that needs to be taken into account is that of the relationship between learner and other adults who are not teachers (Rudd et al., 2006). In the classroom of tomorrow, students may learn from mentors, industry experts, scientists, doctors, government officials, world leaders—adults that may not be available in person, but through video, Skype, or other internet based communication mediums. This type of interaction will also affect the learning space or classroom. Harbor City International School (USA) provides an excellent learning design to accommodate such interactions. Their presentation forum provides an excellent layout for video broadcast for a large group of students while the media lab and student work stations provide for one-on-one or small group video retrieval or computer based interactive learning. The student work stations and café provide for mentoring opportunities in large open spaces. Source: http://www.designshare.com/index.php/projects/harbor-city-international/images@2088
A third design element to be considered is that of experiential or contextualized learning (Rudd et al., 2006). Learning from experiences or through authentic opportunities have proven to be powerful learning tools and require careful consideration in how best to organize and structure classroom or learning environments. Another learning extension that can be incorporated into this paradigm is culturally-based or community-based learning. Tajimi Junior High School (Japan) provides an outdoor example for consideration. Here outdoor areas are adjacent to classrooms and depending on the curricular topic could be used for hands-on-applications or studied, observed, or manipulated for the current project.
A design submission for the 2009 Classroom Open Architecture Challenge created a school where learning environments included those “beyond the classroom setting” (Open Architecture Network, 2009). The design includes a rooftop garden which can be used as an outdoor learning space or laboratory, reflection, or for agriculture and environmental purposes. Furthermore, various enclaves or spaces throughout allow students to collaborate, share or display work, or work independently (Ibid.) Source: **http://openarchitecturenetwork.org/projects/3624**
A fourth design element is integrating teacher’s workspaces with classrooms or learning spaces as designed at Inderkum High School (USA). As Heitor (2005) describes, “grouping of the classrooms around a communal central area (cluster type)” with teacher work areas nearby avoids focusing student movement in only certain areas of the building (Ibid).
A fifth design element is abolishing traditional classrooms for “learning centers” (Heitor, 2005, p. 47). At Crosswinds Arts and Science Middle School (USA), learning centers are “connected through a central space sharing high levels of cross-visibility [and containing its own] conference room, teachers’ workspace and student lockers” (Ibid).
The 2009 Classroom Open Architecture Challenge also created learning centers that incorporated soft seating, enclaves, acoustical boundaries, flexible furniture, and project space (Open Architecture Network, 2009). At New Line Learning Academy (UK), the learning center, called "plaza", takes on a futuristic appearance yet very flexible and conducive to collaborative learning.
Another design element that needs to be taken into account is that of the relationship between learner and other adults who are not teachers (Rudd et al., 2006). In the classroom of tomorrow, students may learn from mentors, industry experts, scientists, doctors, government officials, world leaders—adults that may not be available in person, but through video, Skype, or other internet based communication mediums. This type of interaction will also affect the learning space or classroom. Harbor City International School (USA) provides an excellent learning design to accommodate such interactions. Their presentation forum provides an excellent layout for video broadcast for a large group of students while the media lab and student work stations provide for one-on-one or small group video retrieval or computer based interactive learning. The student work stations and café provide for mentoring opportunities in large open spaces.
Source: http://www.designshare.com/index.php/projects/harbor-city-international/images@2088
A third design element to be considered is that of experiential or contextualized learning (Rudd et al., 2006). Learning from experiences or through authentic opportunities have proven to be powerful learning tools and require careful consideration in how best to organize and structure classroom or learning environments. Another learning extension that can be incorporated into this paradigm is culturally-based or community-based learning. Tajimi Junior High School (Japan) provides an outdoor example for consideration. Here outdoor areas are adjacent to classrooms and depending on the curricular topic could be used for hands-on-applications or studied, observed, or manipulated for the current project.
Source: http://www.designshare.com/index.php/projects/tajimi-junior-high/images@3502
A design submission for the 2009 Classroom Open Architecture Challenge created a school where learning environments included those “beyond the classroom setting” (Open Architecture Network, 2009). The design includes a rooftop garden which can be used as an outdoor learning space or laboratory, reflection, or for agriculture and environmental purposes. Furthermore, various enclaves or spaces throughout allow students to collaborate, share or display work, or work independently (Ibid.)
Source: **http://openarchitecturenetwork.org/projects/3624**
A fourth design element is integrating teacher’s workspaces with classrooms or learning spaces as designed at Inderkum High School (USA). As Heitor (2005) describes, “grouping of the classrooms around a communal central area (cluster type)” with teacher work areas nearby avoids focusing student movement in only certain areas of the building (Ibid).
Source: http://www.designshare.com/index.php/projects/inderkum-high/images@3018
A fifth design element is abolishing traditional classrooms for “learning centers” (Heitor, 2005, p. 47). At Crosswinds Arts and Science Middle School (USA), learning centers are “connected through a central space sharing high levels of cross-visibility [and containing its own] conference room, teachers’ workspace and student lockers” (Ibid).
Source: http://www.designshare.com/index.php/projects/crosswinds-middle/images@2998
The 2009 Classroom Open Architecture Challenge also created learning centers that incorporated soft seating, enclaves, acoustical boundaries, flexible furniture, and project space (Open Architecture Network, 2009). At New Line Learning Academy (UK), the learning center, called "plaza", takes on a futuristic appearance yet very flexible and conducive to collaborative learning.
Source: **http://openarchitecturenetwork.org/projects/3624**
Source: http://www.youtube.com/watch?v=hme4Q2stGgQ
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